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Coming to social justice, for me, is always a new process. You can never see social injustices in the same way because of changing circumstances, situations, events, people, or just the fact that you are looking at it from a different space or at a different time. Hence, critique and revision are next steps in how we teach, learn, and lead. Obviously, contexts matter, but what does that mean when placed next to the hegemonic formats and habits of doing educational leadership research? Do the constructs themselves: social justice, equity, and inclusion offer pathways forward for rethinking research and practice?